Region 11 Math and Science Teacher Center 2009-2010
Kids hands holding  globe photo
Earth Science, Middle and High School GradesMath Reasoning 3-5PLC FacilitatorsLeadership ForumTraining Archives
Home Partners Contact Us

Number Sense, Grades K-2: Training Day 5,
Place Value

divider

Session  5:  Place Value and Adding/Subtracting Multi-digit Numbers – Helping students develop numerical benchmarks using manipulatives, language, and symbols

Understanding place value as “groups of” tens and some “extra” ones is a key component of place value when working with multi-digit numbers. This builds on the multiplication and division concepts from last session. Naming multi-digit numbers in a variety of ways deepens number sense and gives students more flexibility in problem solving strategies with multi-digit numbers. We’ll explore the use of open number lines, number sentences, and base 10 blocks.

 

 


Teacher Materials

Nicknames True Place Value Languages.pdf
Real Number Value Cards lg sz Basic Set.pdf
Real Number Value Cards Individual.pdf
Multidigit Operations Handout.pdf
Number Sense K-2 PPT.pdf

 

Standards Addressed

View the Frameworks for the Minnesota Mathematics & Science Standards at: http://www.scimathmn.org/stemtc/

NUMBER & OPERATIONS

Primary Focus
Understand the relationship between quantities and whole numbers up to 31.
K.1.1.2 Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes.
K.1.1.3 Count with and without objects, forward and backward to at least 20.
K.1.1.4 Find a number that is 1 more or 1 less than a given number.
K.1.1.5 Compare and order whole numbers, with and without objects, from 0 to 20.

Primary Focus
Count, compare and represent whole numbers up to 120, with an emphasis on groups of tens and ones.
1.1.1.1 Use place value to describe whole numbers between 10 and 100 in terms of tens and ones.
1.1.1.2 Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks.
1.1.1.5 Compare and order whole numbers up to 120
1.1.1.6 Use words to describe the relative size of numbers.

Primary Focus
Compare and represent whole numbers up to 1000 with an emphasis on place value and equality.
2.1.1.1 Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks.
2.1.1.2  Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds.
2.1.1.5  Compare and order whole numbers up to 1000.

Primary Focus
Use a variety of models and strategies to solve addition and subtraction problems in real-world and mathematical contexts.
1.1.2.1 Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations.
1.1.2.2 Compose and decompose numbers up to 12 with an emphasis on making ten.
1.1.2.3 Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s.

Primary Focus
Demonstrate mastery of . . . basic facts . . . and add and subtract one- and two-digit numbers in real-world and mathematical problems.
2.1.2.3 Estimate sums and differences up to 100.
2.1.2.4 Use mental strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences.
2.1.2.5 Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits.

ALGEBRA

Primary Focus
Use number sentences involving addition and subtraction basic facts to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences.
1.2.2.2 Determine if equations involving addition and subtraction are true.
1.2.2.3 Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as:  2 + 4 =""; 3 + ""= 7;
5 = "" – 3.
1.2.2.4 Use addition or subtraction . . . to represent a given problem situation using a number sentence.

Primary Focus
Use number sentences involving addition, subtraction and unknowns to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences.
2.2.2.1 Understand how to interpret number sentences involving addition, subtraction and unknowns represented by letters. Use objects and number lines and create real-world situations to represent number sentences.
2.2.2.2 Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true.

 


The Region 11 Math And Science Teacher Partnership (MSTP) 2014-2015 project
is funded through Title II, Part B of ESEA, as amended by the NCLB Act of 2001.


Northeast Metro 916 - Metro ECSU - Intermediate District 287 logos